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This conference paper is an extension of an abstract submitted to and presented at the 6thWorld Sustainability Forum (WSF2017) in Cape Town, South Africa. The title of the abstract is “Towards Sustainably-minded Citizens in the Southeastern United States: A Paradigm Shift in Higher Education” co-authored by Edwin Akins,Maria Kalamas Hedden, RC Paul, Vanessa Slinger-Friedman, RoneishaWorthy, and Pegah Zamani.

Abstract

In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).